资源简介

Unit 6 The power of plants
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to describe plants.2.Use the simple future tense to talk about the benefits of plants.3.Describe the importance of plants.
【Culture Awareness】 1.Understand the importance of tea to the Chinese and the Brits;2.Know the similarities and differences in eating habits in different countries or cultures.
【Quality of Thinking】 1.Make predictions according to the pictures.2.Be able to use effective means such as seeing, listening, speaking and discussing to obtain information.
【Learning Abilities】 1.Actively participate in class activities.2.Be able to actively cooperate with others in learning activities and complete learning tasks.
【Class Hour Division】 Five periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading for writing
第五课时 Presenting ideas&Reflection
单元教材分析
本单元的主题是“人与自然”下的“自然生态”，归属于“热爱与敬畏自然，与自然和谐共生”这一子主题内容。本单元教材围绕奇妙的植物展开，内容包括：描述有关植物的事实；谈论有关植物的好处；阐述植物的重要性。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Know some facts about plants.
2.Learn about photosynthesis in plants.
3.Talk about the benefits of plants.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show some pictures about different plants to the Ss, such as bamboos, trees and flowers, and then ask them to say the facts about these plants.
Starting out
Page 95,1
1.Ask the Ss to look at the picture on page 95 and answer the following question.
Do you think plants are amazing Why or why not
2.Give the Ss some prompts.
3.Let some Ss say their answers.
Page 95,2
1.Ask the Ss to look at the pictures and answer the questions.
(1)What are the people doing
(2)What can plants do for us
2.Let some Ss say their answers.
3.Check the answers with the class.
Understanding ideas（1—4）
★Step 2 Pre-task【准备任务】
1.Show the picture of a plant on page 96 to the Ss, and then ask them to guess what may be filled in the blanks.
★Step 3 While-task【过程任务】
Page 97,2
1.Ask the Ss to read the passage on page 97 and fill in the blanks on page 96.
2.Ask some Ss to say their answers.
3.Check the answers with the class.
Page 98,3
1.Show the four titles to the Ss, and make sure they understand the meanings.
2.Ask the Ss to choose another suitable title and give their reasons.
3.Let some students say their answers.
4.Check the answer with the class.
Page 98,4
1.Show the texts on page 98 to the Ss, and then ask them to guess what may be filled in the blanks.
2.Let the Ss complete the texts with the words and expressions from the passage.
3.Ask some Ss to say their answers.
4.Check the answers with the class.
★Step 4　Post－task【后续任务】
Page 98, Think and share
1.Ask the Ss to read the passage and answer the following questions.
(1)What does “plant” mean in the title
(2)In what other ways do plants help the world
2.Give the Ss some prompts.
3.Let some Ss say their answers.
4.Check the answers with the class.
★Step 5　Language points【语言要点】
1.send 的用法
作动词,意为“寄,发送;传达;派遣”。例如:
I’ll send you a text message.我会给你发一条短信。
My parents send their love.我父母问您好。
【拓展】send 常见短语：
send for 派人去请 send sb. to do sth.派某人去做某事
send out 分发 send up 发射
send sth. to sb.寄某物给某人
2.rise 的用法
作不及物动词,意为“上升,升起;增加;提高”,主语常为物,一般指事物自然提高。例如:
The sun rises.太阳升起。The river rises.河水上涨。
3.mix 的用法
作动词,意为“(使)混合,拌合”。常见用法:
mix ... with…将……与……混合
例如:Mix the flour with water.将面粉与水混合。
（1）mix ... and ... ( together)把……和……混合(在一起)
例如:You can get purple by mixing red and blue together.将红色和蓝色混合在一起，你
能得到紫色。
（2）mix ... into…将……混入……
例如:Mix the egg into the flour.将鸡蛋混入面粉。
（3）mix up 混淆;弄混
例如:Don’t mix up the two kinds of vegetable seeds.别把这两种菜籽弄混了。
4. breathe的用法
作动词,表示“呼吸,呼气”。常见短语:breath in “吸气”,breath out “呼气”。
【拓展】breath n.呼吸的空气;一口气
常见短语:take a deep breath深吸一口气,out of breath上气不接下气
hold one's breath 屏息
例如:He took a deep breath and began to climb the stairs.他深吸了一口气,然后开始爬楼梯。
5. more than的用法
（1）more than后接数词,意为“超过;多于”,同义词为over。例如:
More than twenty classmates love drawing on weekends.二十多个同学喜欢在周末画画。
（2）more than 后接名词,表示“不只是;不仅仅”。
6.own的用法
(1)作形容词和代词,意为“自己的;本人的”。常见搭配:on one’s own“独自;单独”,of one’s own“属于某人自己的”。例如:
My grandma has her own house,and she lives on her own.我奶奶有她自己的房子，她一
个人住。
(2)作动词,意为“拥有;有”。例如:
I hope to own a house.我希望拥有一座房子。
【拓展】owner n.拥有者
7. influence 的用法
(1)作动词,意为“影响,对……起作用”。常见用法:influence sb. to do sth.“影响某人做某事”。例如:
What influenced you to do your homework 是什么影响你做作业
(2)作名词,意为“影响;有影响的人/事物”。常见搭配:have an influence on“对……有影响”,under the influence of“在……的影响下”。例如:
Those friends have a good influence on her.那些朋友对她有好的影响。
★Step 6　Summary　【课堂小结】
I know some facts about plants.
I have learnt about photosynthesis in plants.
I can talk about the benefits of plants.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, there are more new words and expressions. We should provide more practice in the reading.
第二课时　Grammar
Teaching Objects 【教学目标】
1.Master the usage of the simple future tense.
2.Introduce your plan for Planting Day.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the following sentences to the Ss, and then ask them to pay attention to the bold words.
(a) He’s going to start work in the plant.
(b) They will take a rest.
2.Lead to the grammar simple future tense.
Understanding ideas（5—8）
★Step 2　Pre-task【准备任务】
1.Ask the Ss to find more sentences with simple future tense.
2.Let some Ss share their answers.
3.Show some examples to the Ss as follows.
(1)The water will rise up to the Leaf through the Stem.
(2)Another product will be oxygen, but the plant doesn’t need much of it.
(3)Soon it’s going to get dark.
★Step 3　Grammar learning【语法任务】
一、用法
表示将来某个时间要发生的动作或存在的状态，也表示将来经常或反复发生的动作，常与表将来的时间状语连用，如：tomorrow, next week, next year, in the future等。例如：
We will come to see you next week.
In the future, there will be less fresh water.
Will people use money in 100 years
How will the world be different in the future
二、基本结构
主语 + shall/will/be going to +动词原形+其他
在书面语中，主语为第一人称（I和we）时，常用助动词shall；
在口语中，所有人称都可以用will；
在疑问句中，主语为第一人称（I和we）时，常用助动词shall。
例如：I shall write you a letter next month.
We’ll call you next week.
When shall we have the party
★Step 4　While-task【过程任务】
Page 99,6
1.Ask the Ss to complete the sentences with the simple future tense.
2.Let some Ss say their answers.
3.Check the answers with the class.
Page 99,7
1.Show the passage on Page 99 to the Ss and ask them to complete the guide’s words using the correct form of the words in the boxes.
2.Guess what may be filled in the blanks.
3.Let some Ss say their answers.
4.Check the answers with the class.
★Step 5　Post-task【后续任务】
Page 100,8
1.Ask the Ss to work in pairs and ask them to discuss their plans for Planting Day.
2.Show the structure of the passage to the Ss.Then ask them to fill in the blanks.
My plan for Planting Day
The importance of plants
More plants will make:___________________________________________
The climate:
The animals: ___________________________________________________
The people: ____________________________________________________
Things to do
I am going to __________________________________________________
_____________________________________________________________
3.Ask the Ss to use the words from the reading passage and the Useful expressions to help them.
Without plants, ... will / won’t...
... need... to...
... mean a lot to...
... can make...
... is useful for...
.... influence...
4.Show some examples to the Ss.
5.Let the Ss share their planting Day.
★Step 6　Summary　【课堂小结】
I can master the usage of the simple future tense.
I can introduce my plan for Planting Day.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Learning grammar is an important task in this period. Students always learn grammar when they have learned enough language. Students can practise grammar by using what they have learned. It’s important for them to use the simple future tense to talk about the benefits of plants. We can help the students to summarize the usage of the simple future tense.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Know the usage of corn through the listening.
2.Pronounce /e /, /a /,/ / correctly and remember the letters and letter combinations that represent them.
3.Talk about the different uses of plants.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the picture on Page 101 to the Ss and ask them to answer the following questions.
(1)What plants can you see in the pictures
(2)How do you usually eat them
2.Ask some Ss to say their answers.
★Step 2　Pre-task【准备任务】
Rice, wheat and corn are the world’s top three food plants. People around the world eat them in different ways. For example, rice noodles in East Asia,bread in Europe and tacos in the Americas,
★Step 3　While-task【过程任务】
Page 101,1
1.Show the three sentences on page 101 to the Ss and make sure they understand the meanings.
2.Ask the Ss to listen to the opening of the vlog and choose the main idea.
3.Let the Ss say the answers.
4.Check the answer with the class.
Phonetics in use
1.Let the Ss read the words on page 101 freely, and then ask them to pay attention to the bold letters, and find the similarities of pronunciation in each column.
2.Play the recording, and ask the Ss to repeat them.
3.Tell the pronunciation of /e /, /a / and / / .
4.Have the Ss read the words together.
5.If possible, provide more target language materials for students to practise.
Page 102,2
1.Show Jason’s notes to the Ss, and ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen again and complete Jason’s notes for the vlog.
3.Let some Ss say their answers.
4.Check the answers with the class.
Page 103,3
1.Show the sentences on page 103 to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen to the conversation and complete the sentences.
3.Let some Ss say their answers.
4.Check the answers with the class.
5.Ask the Ss to listen again.Then ask them to talk about how people ask for and give permission.
6.Introduce the ways to ask for and give permission to the Ss.
★Step 4　Post-task【后续任务】
Page 103,4
1.Ask the Ss to work in pairs to act out a conversation about the uses of a plant.
2.Show roses, cottons and bamboos to the Ss, and then ask them to do as follows.
Choose one of the plants and think about three ways of using it.
Have a conversation about its uses. Try to ask for and give permission in the conversation.
3.Show the Ss a sample.
4.Ask some Ss to say the uses of a plant.
★Step 5　Summary　【课堂小结】
I have known the usage of corn through the listening.
I can pronounce /e /, /a /, / / correctly and remember the letters and letter combinations that represent them.
I can talk about the different uses of plants.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
The topic of this unit is “The power of plants”. After learning, the students can talk about the benefits of plants. The new words can be taught by using pictures in PPT. While listening, the students should master some strategies, such as taking notes and grasping the key words.
第四课时　Reading for writing
Teaching Objects　【教学目标】
1.Know the meanings about drinking tea to the Chinese and the Brits.
2.Write a short paragraph about tea and your family.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show four pictures to the Ss, such as tea, soy bean milk, bubble tea and coffee, and then ask them to answer the questions:
If you have to choose a beverage that best represents the Chinese culture, which would you choose Why
2.Check how much the Ss know about tea.
(1)Which country is the homeland of tea
(2)Can you name some popular Chinese tea
★Step 2　Pre-task【准备任务】
Page 104,1
1.Ask the Ss to look at the pictures and answer the questions.
(1)What can you see in the pictures
(2)What do these pictures have in common
2.Give the Ss some prompts as follows.
drink tea teahouse culture home
3.Let some Ss say their answers.
4.Check the answers with the class.
★Step 3　While-task【过程任务】
Page 104,2
1.Ask the Ss to read the passage. Then ask them to find out the importance of tea to the Chinese and the Brits.
2.Let some Ss say their answers.
3.Check the answers with the class as follows.
A cup of warm tea always makes me feel like I’m back home.
It’s our way of connecting with the Brits.
Page 106,3
1.Show the form on page 106 to the Ss.
2.Ask the Ss to complete the form with the words and expressions from the passage.
3.Ask some Ss to say their answers.
4.Check the answers with the class.
Page 106,4
1.Ask the Ss to read the passage again and answer the following questions.
(1)What does“a key part”mean
(2)What does“as many teahouses as leaves in a cup of tea”say about teahouses
(3)What does the expression“it’s no secret”mean
2.Give the Ss some prompts.
3.Let some Ss say their answers.
4.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 106,Think and share
1.Ask the Ss to read the passage and then answer the following questions.
(1)What does the title mean
(2)What do the two stories have in common
(3)Do you agree that tea is “more than a drink” Why or why not
2.Give some prompts for question 2.
3.Let some Ss share their answers with the class.
4.Check the answers with the class.
Page 107, 5
1.Ask the Ss to write a short paragraph about tea and his or her family.
2.Give them some prompts.Ask them to do as follows.
(1)Write down some ideas below.
①Who drinks tea in your family
②What kind of tea do they like
③Where do they drink tea
④Who do they drink tea with
⑤Do they have any stories of drinking tea
⑥How does tea make them feel
(2)Write your paragraph using the information above.
(3)Check your paragraph as follows.
①Did you include the main points in Step 1
②Did you use the words from the reading passage
③Did you explain the importance of tea to culture
(4)Share your paragraph with the class.
★Step 5　Language points【语言要点】
1. not only ... but also...不仅……而且……
在句中可以连接主语、谓语、宾语、表语和状语等多种句子成分，但not only 与 but also后的词性必须对等。
【拓展】not only ... but also..连接主语时,谓语动词要遵循就近原则,即谓语的单复数形式由最靠近它的主语决定。例如:
Not only Tom but also his parents are in China now.=Not only Tom’s parents but also
Tom is in China now.汤姆和他的父母现在都在中国。
2. health 的用法
作名词,意为“健康(状况)”。常见短语:be in good health=be healthy“身体健康”。例如:
My grandpa is in good health.=My grandpa is very healthy.我爷爷很健康。
【拓展】healthy adj.健康的 unhealthy adj.不健康的 healthily adv.健康地
例如:Milk is good for people’s health. My mother thinks it is healthy to drink milk every
day and that it can help me live healthily.牛奶对人们的健康有益。我妈妈认为每天喝牛奶
是健康的,它可以帮助我健康地生活。
3. secret 的用法
(1)作名词,意为“秘密;秘诀”。常见短语:the secret to/of (doing) sth.“做某事的秘诀”;
keep a secret“保守秘密”。例如:
The secret to learning English is to use it every day.学习英语的秘诀就是每天使用它。
(2)作形容词,意为“秘密的,保密的”。例如:
Li Hua put his present in a secret place.李华将他的礼物放在了一个秘密的地方。
4.relax 的用法
作动词,意为“放松,休息”。
【拓展】relaxing adj.令人放松的;轻松的
relaxed adj.放松的;不加以拘束的
例如:I find cooking very relaxing.我发现烹饪非常让人放松。
When I listen to the music,I feel very relaxed.当我听音乐时,我感到非常放松。
5. connect 的用法
connect 作为动词,可表示“(使)连接/接通;把……联系起来”。常用短语:
(1)connect with.和……联系
例如:We often connect with each other on weekends.我们经常在周末联系彼此。
(2)connect to 连接到;相连
例如:I want to connect my phone to the computer.我想将我的手机连接到电脑。
★Step 6　Summary　【课堂小结】
I have known the meanings about drinking tea to the Chinese and the Brits.
I can write a short paragraph about tea and my family.
★Step 7　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Students are mainly learning about reading in this lesson. During the process of learning, students can further master and use the target language. At the same time, students should learn the method of reading—circling the key words, which is the key to cultivating students’ reading ability.
第五课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a poster about plants.
2.Talk about what you understand about the importance of plants.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show some pictures of plants to the Ss, and then ask them to guess their names.
2.Let the Ss answer the questions: What’s your favourite plant Why
3.Ask some Ss to share their answers with the class.
★Step 2　Pre-task【准备任务】
Today we are going to make a poster about plants.
★Step 3　While-task【过程任务】
1.Ask the Ss to work in groups to search for information about different plants and take a group vote to decide on the plants and find photos of them for their posters.
2.Ask the Ss to organise their ideas with the help of the following outline and make their poster.Let them use the following language tips or find useful expressions or sentences from this unit.
Title of the poster
—The ... of plants
—Powerful/ Wonderful/ ... plant
Why are the plants important in nature
—Animals need them for food. For example, ...
—Plants influence...
—Without plants, the natural world...
How can we make use of the plants
—We make ... from ...
—We use ... for...
—... come from ...
—Another product is ...
—We need it to ...
—It’s useful for ...
What do the plants mean to cultures
—It means a lot to ...
—... is a key part of ...
—... is more than a plant for ...
Ask the Ss to practise and present their posters to the class.
★Step 4　Post-task【后续任务】
1.Ask the Ss to vote on the best three posters and the best three presentations.
2.Ask the Ss to talk about what they have understood about the importance of plants as the following mind map.
3.Ask the Ss to check whether they have achieved their learning goals.
4.Let the Ss write down what they still need to improve.
★Step 5　Summary　【课堂小结】
I can make a poster about plants.
I can talk about what I have understood about the importance of plants.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to summarize the aspects they need to make a poster about plants. Then let them write what they have understood about the importance of plants.

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